Cooperative learning model is an active process where students work in small teams/groups, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Students have opportunities to actively participate in their learning, question and challenge each other, share and discuss their ideas, and adopt their learning. Ross and Smyth (1995) describe successful cooperative learning tasks as intellectually demanding, creative, open-ended, and involve higher order thinking tasks. In this model, it is essential to create a positive climate where interpersonal skills can be promoted so that positive emotions will be fostered among learners. Cooperative learning also helps the learners to feel empowered and respected to prepare them to face real
Self-Regulated Learning – the degree to which learners are metacognitively, motivationally, and behaviourally active participants in their own learning process (Cleary & Zimmerman, 2004). Self-Regulated Learning (SRL) denotes investigation and theory that has appeared since the mid-1980’s showing that students, “ … become principals of their own learning processes” (Zimmerman, 1998, p.1). A self-regulated learner is someone who is keenly engaged in maximising his or her performance and aptitude to learn. It does not only includes using control over reasoning activities (metacognition), but also developing metavolitional expertise that enables the regulation of attitudes, environments and behaviours to inspire optimal learning results. The below two case studies explains the very beginning attempts and planning to elaborate the idea that helps the progress of mathematical understanding and self regulated learning in KS3 mathematics lesson.
There are various learning processes which a teacher can adopt and it solely depends on the children’s learning mode preferences present in the classroom. If the various learning activities are used whilst bearing in mind the children’s strengths and needs, each single child can reach his full potential and benefitting from each learning activity. Many theories struck me during the lectures amongst which Piaget’s and Vygostky’s theories. Mainly, they have struck me most because I can relate to them. The theories of Piaget’s Stages of Development and Vygotsky’s Zone of Proximal Development are very relevant to my pedagogy and teaching strategies adopted in my Year 1 classroom.
I can teach to the divergent learner by building the bond that they need. Taking the time to become their educational partner. I can actively engage the class in group discussions to really hook the divergent learner. The assimilating learner will need a guide; which I can do since I like to break down complex issues. I will provide them organized lectures and different perspectives to topics being discussed in class.
High-quality child development centers have always placed priority on children's intellectual learning. Today the emphasis is greater than ever, because new research is being reported that helps teachers better understand the mental or cognitive processes that are at work in the child. Updated by (Hearron, 2010). Some authors have classified the cognitive domain starting from simplest to the most complex one into six learning objectives which are also part of the development for this domain, recalling of past events/information, understanding of how things happen, applying of the use of knowledge, analyzing as taking apart of a piece of knowledge, evaluating which is based on decision making/judgment and creating to make new ideas out something else. According to Bloom (1956), while Bloom's original cognitive taxonomy did mention three levels of knowledge or products that
And he will learn from his experience. He will test hypothesis in future situations and learn from every experience. Every new attempt of ride will be formed by the cyclical pattern of previous experience, thought and reflection; this is active experimentation which is the last stage of the Kolb’s learning cycle. APPLICATION What learner will learn, if it gives effective results the learner will apply it over and over again to get more effective results. A further phase of learning is through feedback.
GTA Presentation: Assessment What is assessment? Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning. (Huba and Freed, 2000) Assessment is the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students’ learning and development. (Erwin, 1991) Assessment is the systematic collection, review, and
According to David P. Ausubel, goal of learning subject matter and improve of presentational methods of teaching is important. His theory of meaningful learning regarding how knowledge is structured, how mind work to process new information and how educators can apply these ideas about learning when they present new material to learner (Gupta, 2014). This model helps educator to arrange and transfer information as meaningfully and effectually as possibly. Advance organisers provide perceptions and ideologies to learner directly. Cognitive structure deals with any kind of knowledge of a field is in our mind, how successfully it is organised.
Introduction Reflection is a huge part of what is commonly known as ‘experimental learning’. The Process of experimental learning has been explored in great depth and models produced of the learning process by Argyris and Schön, 1978; Kolb, 1984; Boud, Keough and Walker, 1985. All models partake in the involvement of reflection on experience. There is a clear contrast between ‘experimental learning and learning from experience (Usher and Solomon, 1999, cited in moon, 2004). Learning from experience is created by completing different challenges daily.
Assessments help students and teachers know what students understood and how to proceed with subsequent teaching and learning. Assessment both enhances and evaluates learning. The learners constantly get feedback from their teachers at regular intervals which help them know where they stand and where they need to go. Assessment is done at different stages and in different ways. Though each element of the TfU framework can be used for analyzing particular aspects of educational practice, the power of this framework derives from the coherent integration of all four elements(Martha stone wiske).